Encountering Ableism in the Moment

At colleges and universities in the United States, disability is typically addressed as a medicalized identity. Students must self-identify as having a disability to their postsecondary school in order to receive access to accommodations. They are also expected to communicate with faculty members about using accommodations in individual courses. Students report experiencing stigma and discrimination due to being required to disclose a disability status and negotiate with faculty members to use accommodations. This paper uses theoretical frameworks within the field of Disability Studies to investigate how university students engage in conversations with faculty members about accommodations. Students provide insight into the barriers to meaningful access to education that they encounter, and how they manage stigmatized social identities within the power dynamic of a student-faculty member relationship

Bridging the theory-practice gap in teacher education : the design and construction of simulation-based learning environments

Clinical simulations have recently been presented as a promising instructional strategy to overcome the theory-practice gap in teacher education. Taking this into account, this chapter aims to enhance insight into the core ideas underlying the design and construction of simulation-based learning environments in teacher education. For this purpose, this chapter first presents a general design framework. Next, the construction process and two prototypes of simulation-based learning envi-ronments in the context of parent-teacher communication¬—an online and a face-to-face proto-type—are described. Pilot implementation of the prototypes reflects a positive student appreciation with a slightly higher appreciation for the face-to-face prototype. The chapter concludes by dis-cussing implications for future teacher education programs and research